Google For Educator Level 1 Certification Exam Answers Updated 2021

Before you get to the answers below here are some important facts about the exam.

Exam Name – Google Educator Level 1 Certification Exam

Type of Questions – Multiple Choice, Match Type and Practical Tasks

Time limit – 180 minutes or 3 hours.

Exam URL – https://edu.google.com/intl/en_in/teacher-center/certifications/educator-level1/

Google Certified Educator Level 1 Certification Solutions

Google advances in technology every day. This trend towards technological development has not escaped even the level of education. Google is continuously developing in the field of EdTech. Teachers evolve online and become familiar with these online platforms. Google has launched a certification course to help educators on the Google For Education platform. The name of the course is Google Certified Educator Level 1.

About the Google Certified Educator Level 1 Course

The model of this course, designed by Google, is a bit different. Google has divided the course into three parts, namely training, practice modules and certification tests. Firstly, Google will train teachers on its online platform. They will familiarize teachers with all the tools available in the Google classroom and use them effectively to provide students with the best value.

Then comes the practical module in which you have to practice the skills for which you have been trained. You need to teach in the Google classroom using the tools effectively. After passing this practice module, you must register to take the certification test. After 24 hours of successful registration, the test portal will be opened.

After passing the exam you will receive a certificate that can be part of your portfolio and the badge is proof that you are a competent online teacher.

Motive of providing solutions for Google Certified Educator Level 1 Exam

You need a good practice session before attempting the online test as you will need to practice for training before taking the exam. To meet this practice requirement, we provide you with the latest questions asked during the certification exam that comes with the solutions. This will help you get good grades for your exam.

Part 1 Certification Questions – Theoretical With Multiple Choice And Match Type

Q.1 – Mr. Yamouth needs to contact a student’s parents to congratulate the student on improved progress. However, their first language is German and they are not fully fluent in English. What is the quickest action he could do to produce an effective email on his own?

(A) Post the message text on Google+ to see if someone can help translate it to German
(B) Use Gmail to send a message around the school to search for a student who can help translate the email to German
(C) Use Google Search to find someone local offering German translation services to help with the email
(D) Search the Chrome Web Store for the Google Translate extension for Chrome. Use the extension to provide a German version of the text within the email

Q.2 – Students already familiar with a web-connected world will feel immediately at home with Google Classroom. What benefits will they enjoy from their assignments going online?

(A) Students can discuss assignments in a collaborative environment
(B) Students can choose to have assignment results sent directly to their phone as a text message
(C) Students can view each other’s assignments if they need ideas
(D) If students are sick from school they can cancel pending assignments from home using the Cancel button
(E) Assignments and resources are kept organized in one place
(F) Students can see at a glance when assignments are due

Q.3 – Mr. Perry has bookmarked a large number of webpages in Chrome while researching class topics. Unfortunately, he’s bookmarked so many that he’s struggling to find relevant content Quickly. What can he do within the Bookmark manager of Chrome to simplify and organize his list of bookmarks?

(A) Delete bookmarks that are not urgently required and search for them again when they are needed
(B) Use the search function in the Chrome Bookmark Manager
(C) Rename and organize bookmarks into themed folders so they are labeled clearly
(D) Create a Doc that lists all favorite websites with links

Q.4 – Mr. Swanson’s politics students had to create a blog about their policies if they were elected to be on the school’s student council. One student received a nasty response from an online user she doesn’t know. What advice should Mr. Swanson give her to overcome this type of response?

(A) Check and change privacy settings on her blog to see if she had shared it with just members of her school or with the public
(B) Document the user’s details
(C) Block the person from accessing the blog
(D) Report the incident to a member of staff if it happens again
(E) Respond directly to the person and challenge their comments
(F) Search for the user through other online networks and retaliate there

Q.5 – Ms. Garcia has divided her class into groups to work on different geography projects. Each group will present their project to the class using Google Slides. What are some benefits of using Slides in group projects?

(A) Students can browse and copy slides created by any student at any other school
(B) Students can edit speaker notes to help improve each other’s presentation delivery
(C) Students can comment on slides to provide feedback for their group members
(D) Students can collaborate on the slide desk at the same time
(E) Students can import videos from YouTube or a Drive folder they’ve shared with each other without additional software

Q.6 – Mr. Jones is keen to move to a paperless class as he finds the process of managing 150 paper based assignments time consuming. How will shifting to Classroom help?

(A) When a teacher sets an assignment in Classroom, email notifications and the class Stream ensure students don’t need to be constantly reminded
(B) Teachers can define answers when they set assignments to enable auto-grading
(C) When a student completes an assignment, Classroom automatically emails all related documents to peers in their class for review
(D) Teachers can grade and comment on assignments directly in Classroom and students will immediately receive email notifications to view their scores
(E) Students can exchange messages with each other to help clear up any assignment misunderstanding without having to ask their teacher

Q.7 – Mr. Bentley finds it easy to use Google Docs, Sheets, and Slides in his classroom as they are very similar to other programs he’s used in the past. He overhears his colleague Ms. Bernard talk about using Google Forms as well, but isn’t sure how it’s relevant in a school environment. Which of the following are relevant uses for Google Forms in education?

(A) Designing a logo for a school football team
(B) Surveys for collecting data for group projects
(C) Gathering feedback on field trips
(D) Create formative quiz checks at the end of each lesson
(E) Performing basis calculations with numeric data
(F) Creating an interactive presentation

Q.8 – Mr. Brixham is the principal at the large school and receives an overwhelming volume of emails from teachers, support staff, students, parents, and the school district governors. He often struggles to find important emails quickly. How can he use the search function in Gmail to locate emails more efficiently?

(A) Search for emails containing hyperlinks
(B) Search for keywords within emails
(C) Filter emails by word count
(D) Filter emails that have attachments
(E) Search for emails within a label
(F) Search for emails by sender or recipient

Q.9 – Mr. Murakami leaves written notes with motivational quotes for his students by writing them on paper and leaving them in different locations in his classroom. Occasionally his students will claim they didn’t get a note or admit that they lost it. What can he do to overcome this issue and still send these motivational messages?

(A) Use Hangouts to video call his students when he needs to talk to them urgently outside of school hours
(B) Use Calendar to set up a task calendar for deadlines
(C) Use instant messaging in Hangouts to send messages directly to students, which can be received on a PC or through a mobile app
(D) Use Groups to send group messages to all students in his class

Q.10 – Ms. Villagarcia has been tasked by the principal to improve communication and discussion between teachers and support staff. What is the most appropriate tool to fulfill the need?

(A) She can use Google Sheets to take minutes during faculty meetings and share them with participants and missing faculty members.
(B) She can use Google Sites to build a website containing all of the school’s policy documentation and set up a contacts page so staff members can send their comments directly to her to distribute to relevant people.
(C) She can use Google Groups to easily create an online discussion forum and invite all relevant people to start conversations and participate in different discussion topics in one accessible place.
(D) She can use Google Drive to create a shared folder containing school admin and policy documents, useful templates and other shared resources.

Q.11 – Mr. Kapoor struggles to find inspiration from his peers. What is one benefit of establishing a Personal Learning Network (PLN)?

(A) By subscribing to a Personal Learning Network, he would get paid access to educational material and advanced digital teaching tools.
(B) By forming a Private Learning Network, he would get access to an exclusive website that allows for cloud-based resource sharing and messaging between local educators.
(C) By joining a Professional Learners’ Network, he would get access to teacher training courses, and join regular seminars conducted by teacher training specialists
(D) By establishing a Personal Learning Network, he would develop links with other local and non-local educators to share ideas and best practices, and to call upon for teaching advice.

Q.12 – Mr. Elba is editing a presentation in Google Slides and wants to improve the appearance of the slides. What visual elements can he incorporate into his presentation to make it more visually appealing?

(A) Embed relevant YouTube videos to break up the text and presentation
(B) Insert fonts and color combinations intentionally to attract attention to key elements of the lesson
(C) Use as much text as possible to provide a more thorough understanding of the content
(D) Change the background color of the slides so they are not all white

Q.13 – Mrs. Powell is looking at ways to reduce the amount of printing undertaken in class. How can Google Drive help?

(A) Google Drive can automatically reformat documents before printing to save on paper
(B) Google Drive makes files easily accessible from anywhere, so there is less need to print and carry documents into class
(C) Google Drive can be configured so the printing of files in class is password protected
(D) All class print requests can be rerouted in Google Drive to the school office
(E) Files in Google Drive can be shared with a simple link in an email. No need to print a copy for someone in class

Q.14 – Ms. Pietersen is the deputy principal in a school split across two sites. She travels regularly between the two sites by bus, but is annoyed with the amount of time she wastes traveling. She would like to make better use of her commute time. What can she do?

(A) She can use the Offline View app on her smartphone to download an offline version of all unread emails so she can read her emails while travelling
(B) She can use the YouTube app on her smartphone to listen to music and use that time to relax between on-site meetings
(C) She can use the Gmail mobile app on her smartphone to access her school email account to read, send, and reply emails
(D) She can turn on the Agenda app on her PC before she travels, which will sort her tasks and meetings while she’s travelling and arrange them in priority order when she’s back at her PC

Q.15 – Why explain the importance of digital citizenship in a digital classroom?

(A) So students maximize opportunities to earn money online
(B) So students understand what they should and shouldn’t do online, and to act in a safe and respectful manner
(C) So students can connect with the most relevant people through social media
(D) So students understand how to get the most views and interaction to make their online content go viral

Q.16 – Students in your biology class sometimes struggle to understand biological processes, like digestion. What digital activities can help get students more involved in exploring a process?

(A) Teacher gives students relevant textbook chapters to research the subject
(B) Teacher provides useful videos in a YouTube playlist
(C) Students create a diagram in Google Drawing to explain the biological process
(D) Students print their findings and paste it in their workbook
(E) Students use Google Search to research the subject
(F) Students create a group presentation in Slides to present their findings to the rest of the class for discussion
(G) Teacher shares work completed by students the previous year that is shared on a Google Site

Q.17 – Mr. Hoffman is using Google Slides to introduce a new class project. He wants to embed and link to Docs, Forms and Drawings in order to make his slides more interactive. Use drag and drop to match the Google App with a way that it can be used within slides to encourage student participation.

Google Docs – Suggestion Notepad, Additional reference material
Google Forms – Gauge Understanding, Rate the content that is being presented
Google Drawings – Graphically design ideas

Q.18 – Integrating technology in the classroom can benefit a school in many ways, and for various groups of people. Match the benefits of a digital classroom with the pain points they overcome by moving the rows up and down.

Pain Points	Benefits
Prescriptive teaching methods that do not allow for teacher creativity in class instruction or materials	Students given access to different types of information from a range of sources for enhanced problem-solving
Students limited to school hours when working with other students on collaborative project	The ability to collaborate remotely in real-time with peers on group projects
Standardized teaching resources for all students regardless of learning speeds and abilities	Access to resources and information relevant for different learning speed
High volume of printing for assignments and worksheets, and photocopying from textbooks for take-home resources	Lower printing and copier costs with online resources and file storage

Q.19 – Ms. Dent wants to use Google Forms and Google Sheets to collect and track different aspects of her students’ work. Use drag and drop to show how she could use these Google tools effectively.

Google Application	Task
Sheets	Analyze trends on a record of books read by students Create a gradebook to track student scores Protect collected data from change
Forms	Check class understating of a topic Collect anonymous feedback

Q.20 – You need to speak with local schools to discuss a sports tournament you are hosting at short notice. Your intention is to gain feedback on a planned program of events and share images of available facilities. Match the feature of Google Meet with its benefit by moving the rows up and down.

Hangouts Feature	Benefit
Video Calling	Meeting can be extended visually with up to 15 remote participants
Chat	Participants can communicate by text without disrupting the meeting and their conversations are saved
Screenshare	Any participant can share their desktop with the group
Android and iOS app	People can join the meeting even when mobile
Calendar integration	Hangout details are simply added when creating a meeting

Q.21 – Mr. Blakeney’s students are starting to think about their future careers and which digital classroom skills they need to develop. Use drag and drop to separate digital classroom skills from traditional ones.

Classroom Types	Skill
Traditional classroom skill	Looking up an answer in a textbook Pinning printed projects in wall displays around the school Working in groups in-person during set hours to collaborate on a joint project Filing paper-based documents in a physical storage area for safe-keeping
Digital classroom skill	Remote collaboration and teamwork with multiple people for the best results Storing documents in the cloud for easy retrieval and editing Finding the best online resource, information and method to solve a problem Communicating to a wide audience by publishing work online

Part 2 – Practical Exercises

Scenario 1/11

Task 1 of 4

You’re looking for videos to use in your biology class to help your students grasp difficult concepts. While browsing YouTube, you find some interesting, educational-specific videos.

Subscribe to a relevant science channel so you can find these videos again.

google educator level 1 exam material task 1

Step 1 – Open YouTube in a New Tab of your incognito window.
Step 2 – Make sure you’re signed in with a Google account provided by the test center. Refresh the window if needed.
Step 3 – Search for video using query such as “biology crash course”.
Step 4 – Click on any video of the Biology Crash Course YouTube Channel.
Step 5- After the video starts, press the Subscribe button at the bottom of the video. Make sure you’ve subscribed with the right Google account.

Task 2 of 4

Your student Jacob is struggling to understand why water is one of the most important substances in the universe. You find a video titled “Water-Liquid Awesome: Crash Course Biology #2” on the featured channel ‘Crash Course’

Find the relevant video on YouTube and share it with Jacob Kerr via email
Hint: Open up Gmail account provided to your for this exam to complete this task.

Copy and paste the video titled “Water-Liquid Awesome: Crash Course Biology #2” in the YouTube Search box, open the video watch page.

Click the Share button below the video and copy the shareable video link

Sign in to Gmail in a new tab. Send an email to Jacob Kerr. Paste the video link in the email body that you copied earlier.

Task 3 of 4

You decide to create a playlist of relevant biology videos to share with your students as a reference material

Create a new YouTube playlist containing three suitable videos
Give the playlist a description and the settings make it “unlisted’
Share the playlist with some students in your class by emailing it to class@myeducert.org.

Create a new playlist by clicking on the + icon below the video and then click on Create a new Playlist. You do not need to create a YT channel, you just need to create a playlist.

(1) Select “unlisted’

(2) Find your playlist on the left sidebar. Click on Playlist name to enter playlist page.

(3) Add a description.

(4) Click the Share button, select the Email tab. Enter the email address class@myeducert.org to share the playlist.

Task 4 of 4

One of the videos in your playlist is perfect for a class homework assignment as it covers all the topics from your biology class last week. You want to use this video and quiz your students on its contents.

From Google Drive create a new Google Form called Biology Homework. [Hint: Go to My Drive | New | More | Google Forms | Blank | Click on “Untitled Form” and give it a name “Biology Homework”].
Add a video from your YouTube playlist. [Hint: In your form click the Video icon on the right side bar | Find a video from your playlist | Select a video to add it to the form].
Add a question with paragraph text that asks your students to describe their favorite part of the video. [Hint: Click + icon on the right sidebar to add a question | Select “paragraph” in a dropdown menu | Write a questions asking to describe their favorite part of the video | Note: Make sure you have a video inserted with the question and not in another question ].
Send the Form to class@myeducert.org to distribute to your class. [Hint: Click ‘send” button on the top right | paste email address in the “To” field | check “include form in an email” | click send ].

Scenario 2/11

Task 1 of 2

You’ve given some of your students an assignment to write a short essay on the Amazon river, and you want to give them some early feedback because they’re doing a great job.

Open the Google doc The Amazon-Group5 in Drive and share with Gavin Chan, lily Vance, Ethan Reed, and Heidi Koch. [Hint: Open a document Amazon-Group5 | Click Share button on the Top right of your screen or go to file>share | Start entering a name to find a person | click done when all 5 persons are added].
Highlight the last paragraph of text and add a comment. [Hint: Open a document Amazon-Group5 | Select the last paragraph | highlight the text – click “A” icon in toolbar & select a color].

Task 2 of 2

Your students keep making the same punctuation errors in their essays, so you want to remind them how to use apostrophes correctly. You have a relevant document that will be helpful for this.

Share the Punctation_Apostrophe_factsheet PDF in Drive with Gavin Chan, lily Vance, Ethan Reed, and Heidi Koch, and copy the link. [Hint: find a document Punctation_Apostrophe_factsheet | Note: you don’t need to open the document, right click on the document, select share | enter 4 people to share it with].
In the Google Doc The Amazon_Group5, write a direct comment to the same students and ask them to read the Punctation_Apostrophe_factsheet PDF, adding the PDF URL to the comment. [Hint: Copy a shareable link of PDF | Open a document Amazon-Group5 | Click + icon in toolbar or right-click>comment to add a comment | Ask students to read a document and paste PDF link | add people to assign by using + and start entering the nam | click comment when done].

punctuation apostrophe scenario 2 task 2

(Hint 1 : include + [student email address] in the comment to ensure each student is notified.)
Hint 2 : Use the “Get Link” feature in Drive to get the correct URL)

Scenario 3/11

Task 1 of 2

Some of your students have talked about getting malware on their PCs after clicking links that redirected them to infected web pages. You want to teach your students about safety measures they can take to protect them online.

Complete the presentation slide Internet Safety Presentation in Drive with tips that students should consider to protect their personal data and avoid malware. Each tip should be created in a different text box. [Hint: find a google slides document Internet Safety in your Drive | Click T icon on the toolbar to add a text box | write 5 tips | use copy text box feature, make sure you have every tip in a different text box].

Share the presentation with your student Charlotte Ford so that she can help edit from a student’s perspective. [Hint: Click Share button | enter Charlotte to share a document | double-check the drop down menu to be sure she can edit the document | click send].

Task 2 of 2

Make the Internet Safety slide more interesting for your students by embedding a video. Charlotte Ford, one of your students, will find this video especially interesting so you want to share it with her before class.

Embed the youTube video https://www.youtube.com/watch?v=0RCsHJfHL_4 into the Internet Safety slide. [Hint: Click Insert > Video on the top toolbar | select “By Url” tab | copy paste the video link].
Add a comment that says “Please watch this video before class” on the video for Charlotte Ford. (Hint: include “+charlotte.ford@myeducert.org “ in the comment to ensure she is notified). [Hint: Click + icon on the topbar or use right click > comment | copy paste test into the bow from the task ““Please watch this video before class” | add +charlotte.ford@myeducert.org to notify her].